Dimitra Katsarou


The purpose of the current study was to examine the views of Greek Literature teachers in including students with dyslexia in the mainstream class and the techniques they choose to apply in Greek Language. The participants’ number was 10 Greek Literature teachers, three of which were owners of a Master thesis concerning Special Education and Consulting. They were interviewed based on a semi-constructed interview plan. The data were analyzed though the interpretative phenomenological analysis using nVIVO program analysis and the results indicated a) the absence of theoretical knowledge and training over SEN and dyslexia, b) the recent surge in dyslexic students in Greece, c) the plethora of negative experiences that most participants shared and d) the applied techniques that suit the SEN students’ needs.


Article visualizations:

Hit counter



dyslexia, learning disabilities, inclusive education, teachers’ views, inclusive strategies

Full Text:



Angelides, P. (2010). The efficacy of small internal networks for improving schools. School Leadership and Management, 30(5), 451-467.

Batsiou, S., Bebetsos, E., Panteli, P. & Antoniou, P. (2006). Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools. International Journal of Inclusive Education, 12(2), 201-219.

Cappa, C., Muzio, C., & Giulivi, S. (2012). Understanding Dyslexia. Educational Research and Reviews, 1(4), 134-139.

Cohen, D., & Crabtree, B. (2006). Qualitative research guidelines project. European Psychologist, 7(2), 85-97.

de Boer, A., Pijl, S., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15(3), 331-353.

D’ Cruz, H. (2007). Working with “diverse bodies, diverse identities”: an approach to professional education about diversity. International Journal of Inclusive Education, 11(1), 35-57.

Elias, R. (2014). Dyslexic learners: An investigation into the attitudes and knowledge of secondary school teachers in New Zealand. Unpublished Master Dissertation, University of Auckland.

Exley, S. (2003). The effectiveness of teaching strategies for students with dyslexia based on their preferred learning styles. British Journal of Special Education, 30(4), 213-220.

Ferguson, D.L. (2008). International trends in inclusive education: The continuing challenge to each one and another. European Journal of Special Needs Education, 23(2), 109-120.

Frith, U. (1999). Paradoxes in the definition of dyslexia. Dyslexia, 5(4), 192-214.

Horne, P., & Timmons, V. (2009). Making it work: teachers’ perspectives on inclusion. International Journal of Inclusive Education, 13(3), 273-286.

Ingesson, S. (2007). Growing up with dyslexia. Lund: Lund University Publishers.

Katsarou, D. (2017). Does music therapy improve linguistic skills of children with dyslexia? A Greek study. International Journal of Current Advanced Research, 6(10), 7012-7016.

Katsarou, D. & Lentziou, Z. (2017). Effects of music therapy on verbal memory skills and phonological awareness in Greek children with dyslexia. International Journal of Current Advanced Research, 6(12), 7950-7953.

Mills, J., & Clarke, M. (2017). Dyslexia and the Need for Teacher Training: A Collaborative Three-Pronged Approach between a University and a Community Partner. Leadership and Research in Education, 4(1), 77-89.

Mngo, Z., & Mngo, A. (2018). Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership. Education Research International, 2018, 1-13.

Mobinizad, M. M. (2018). What Are Dyslexia and Its Effects on Teaching Language Skills?. Theory and Practice in Language Studies, 8(2), 218-225.

Papalouka, A. (2011). Secondary teachers' understandings of dyslexia in England and Greece (Doctoral dissertation, University of Nottingham).

Riga, M. (2012). Teacher Beliefs about Teaching Children with Dyslexia/Learning Difficulties in Mainstream Primary Schools in Greece (Doctoral dissertation, University of Manchester).

Thomson, J. (2010). Good Practice in interventions for teaching dyslexic learners and in teacher training in English-speaking countries. Dyslexia in the UN Literacy Decade, 1-13.

UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Adopted by the World Conference on Special Needs Education: Access and Quality. Salamanca, Spain, 7-10 June.

Zoniou-Sideri, A., Karagianni, P., Deropoulou-Derou, E., & Spandagou, I. (2005, August). Inclusive classes in Greece: New names, old institutions. In Inclusive and Supportive Education Congress (ISEC) (pp. 1-4).

DOI: http://dx.doi.org/10.46827/ejes.v0i0.1900


  • There are currently no refbacks.

Copyright (c) 2018 Dimitra Katsarou

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2022. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).